scholarly journals La flexión nominal en la producción escrita de estudiantes benineses del profesorado de ELE

2020 ◽  
pp. 61-101
Author(s):  
Laurent-Fidèle Sossouvi ◽  
Mei-Chih Lin
Keyword(s):  
Foreign Language ◽  
Secondary School Teachers ◽  
Initial Training ◽  
School Teachers ◽  
Multilingual Students ◽  
Mixed Analysis ◽  
Causes Of Errors ◽  
Level Of Knowledge ◽  
Government Grant ◽  
Grant Holder

This paper aims to examine the level of knowledge mastery of nominal concordance constructions in Beninese students in teaching Spanish as a foreign language and check if there are differences according to sex and status of government grant holder or not. To meet these objectives we used a questionnaire and written activities with a sample of 45 multilingual students in their fourth semester of studies, to collect their opinion and written production. The results obtained, after a mixed analysis, show the important types and causes of errors, finding differences by sex and student status. Finally, suggestions are made to improve the design of Spanish secondary school teachers’ initial training and contribute to instructional improvement.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

scholarly journals Teachers’ Conceptions of the CLT Approach in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Education ◽  
Communicative Language Teaching ◽  
School Teachers ◽  
English Language Education ◽  
Context Sensitive

The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation.  It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.

scholarly journals Perception of Teachers on Collaborative Tools Knowledge Level Mediated by ICT and Their Experience with Students

2020 ◽  
Vol 15 (11) ◽  
pp. 137
Author(s):  
Rosalba Acosta Corporan ◽  
Jorge Joo Nagata ◽  
Antonio Víctor Martín García ◽  
Azucena Hernández Martín
Keyword(s):  
Secondary School ◽  
Mixed Model ◽  
Secondary School Teachers ◽  
Collaborative Work ◽  
Nonparametric Tests ◽  
School Teachers ◽  
Female Teachers ◽  
Collaborative Tools ◽  
Level Of Knowledge ◽  
Digital Gap

In 21st century, competencies mediated with ICT are key for development at the educational area. This is the reason why this research aims to assess perception on level of competences of secondary school teachers on technological tools to promote collaborative work methodologies with their students and determine if said level has influence on the implementation of these experiences. Design implies a mixed model based on the application of a questionnaire divided in three parts: demographic aspects, level of knowledge on collaborative tools and experiences on collaborative work with students. Sample (n=542) corresponds to secondary education teachers from Dominican Republic. In analysis, nonparametric tests and categorizations were used. Results suggest that teachers require of a better formation on collaborative methodologies and tools mediated by ICT and, additionally, results indicate that there is a digital gap between male and female teachers, as the first group had more advantages.

scholarly journals Identidad profesional docente en aspirantes a profesorado de enseñanza secundaria

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Alfonso Pontes ◽  
Leopoldo Ariza ◽  
Rosario Del Rey
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Initial Training ◽  
School Teachers ◽  
Initial Development ◽  
The Past ◽  
The University ◽  
Teaching Professional ◽  
Formación Docente

Resumen: Dentro de la línea de investigación sobre el pensamiento de los docentes, en este trabajo se muestran los resultados de un estudio destinado a explorar las ideas y motivaciones de los futuros profesores de educación secundaria sobre la profesión docente y la formación pedagógica necesaria para ser profesor en esta etapa educativa. Mediante el Cuestionario sobre interés por la docencia y la formación inicial (Pontes, Ariza y Sánchez, 2010) se han explorado las opiniones de 353 alumnos y alumnas del curso de formación inicial para la docencia, que constituyen aproximadamente la cuarta parte de los estudiantes de la Universidad de Córdoba en los dos pasados cursos, es decir, los últimos que han cursado el CAP y los primeros que han realizado el Máster de Profesorado de Educación Secundaria. Entre los resultados se ha encontrado que los motivos de interés profesional por la docencia obedecen a diferentes causas y que están relacionados con distintas concepciones previas sobre la profesión y la formación docente. Los resultados obtenidos contribuyen al avance de la investigación sobre el desarrollo inicial de la identidad profesional docente entre los profesores y profesoras en formación y ofrecen claves para la mejora del proceso de formación inicial del profesorado de secundaria.Teaching professional identity of candidates for secondary school teachers Abstract: Within the line of investigation over teacher’s thinking, we show with this paper the results obtained from a research which aim was to explore the ideas and motivation of future secondary school teachers towards the teacher profession and the pedagogic training needed for being teacher in this educational stage. Through the Questionnaire about interest to teaching and initial training (Pontes, Ariza y Sánchez, 2010) we have explored the opinions of 353 students of the course of initial training for teachers, comprising a quarter of the students of the past two courses of the University of Cordoba and being the last students of the CAP and the first of the Master degree. Among the results we have found that professional interests towards teaching obey to different reasons and that these reasons are related to diverse prior conceptions about the teacher profession and its training. The results obtained contribute to the advance of the investigation about initial development of the teaching professional identity of training teachers and provide with some keys for the improvement of the initial training process of the secondary school teachers.

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

Problems of English Composition in Jordanian Secondary Schools

1993 ◽  
Vol 101-102 ◽  
pp. 1-22
Author(s):  
Khalaf Al-Makhzoumy ◽  
Mohammed O. Al-Shorafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Secondary School Teachers ◽  
Main Concern ◽  
Ministry Of Education ◽  
School Teachers ◽  
Writing Ability ◽  
General Consensus

There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.

scholarly journals The Usefulness of Translation in Foreign Language Teaching: Teachers’ Attitudes and Perceptions

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Dalila Benelhadj Djelloul ◽  
Bel Abbes Neddar
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Teachers ◽  
Foreign Language Learning ◽  
School Teachers ◽  
Ongoing Research ◽  
Pedagogical Tool ◽  
Efl Context ◽  
Teachers Attitudes

Translation has long been viewed as an ineffective pedagogical tool due to its unjustifiable association to old methods of teaching, particularly the Grammar-Translation Method (GTM) and its practices. The overuse and the misuse of translation in the heydays of these methods paved the way to the monolingual assumption that English should be taught without the inclusion of translation activities in the classroom. However, in the last few decades, there has been ongoing research re-evaluating the use of translation in the EFL context. Drawing upon several studies conducted in this respect, researchers discussed the main objections raised against the use of translation and set the benefits of this teaching tool in facilitating the students’ language learning process. On the basis of the findings of these studies, the present article aims at exploring teachers’ attitudes towards the use and usefulness of translation in English classes in the Algerian EFL context. Due to the huge gap between the literature on the importance of translation and its practice on the ground , this article attempts to confirm the validity of this pedagogical tool and suggest some guidelines as to how and when to integrate translation activities within the teaching of English as a foreign language. The data were collected through a questionnaire addressed to secondary school teachers working in different cities in Algeria. Though it has never been practised in a principled and purposeful way, translation, has gained a wide recognition from secondary school teachers who reported that this pedagogical tool played a considerable role in facilitating foreign language learning and improving language skills. The findings confirmed the effectiveness of translation in explaining new vocabulary, developing students’ cognitive skills and extending students’ background knowledge as well as their linguistic competence.

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